Technology Implementation: Teacher Age, Experience, Self-Efficacy, and Professional Development as Related to Classroom Technology Integration

• Main Author: Tweed, Stephanie Renee
• Format: Others
• Published: Digital Commons @ East Tennessee State University 2013
• Subjects: Classroom Technology Implementation; Self-Efficacy; Professional Development; Curriculum and Instruction; Educational Psychology; Elementary and Middle and Secondary Education Administration; Elementary Education and Teaching
• Online Access: https://dc.etsu.edu/etd/1109; https://dc.etsu.edu/cgi/viewcontent.cgi?article=2266&context=etd

The purpose of this quantitative study was to identify the combination of factors that pertain to the implementation of new technologies in the classroom. Specifically, the study was an analysis of the age of the teacher, years of teaching experience, quality of professional development, and teacher self-efficacy as defined by Bandura (1997) to examine the manner in which these factors relate to implementing new technologies in the classroom. Participants in this study were located in 2 different school districts in East Tennessee. All data were collected through an online survey distributed to K-5 teachers by way of email from school principals. The analysis of data was based on the responses of 124 teachers from these 2 school districts. Research revealed that teacher age, years of teaching experience, teacher gender, and the hours a teacher spent in technology professional development did not play a significant role in the self-efficacy by teachers. Findings also indicated that teacher age, years of teaching experience, teacher gender, and the hours spent in technology professional development did not play a significant role in the classroom technology use by teachers. However, the research indicated that the self-efficacy of teachers is significantly positively related to classroom technology use by teachers.